Disability Resources in STEM

Michael MacFerrin, University of Colorado at Boulder

Science and engineering advance when the full talents of society are included, and students and scientists with disabilities are part of that talent. Yet ableism—prejudice that treats disabled people as "less than" their non-disabled peers—continues to create barriers that exclude or discourage talented people in STEM. In the United States, about 20% of undergraduates have a disability, but disability is less represented among those earning STEM degrees (about 10% at the undergraduate level, 6% at the graduate level, and 2% at the doctoral level). Nearly 10% of employed scientists identify as having a disability, and responsibility for recruiting, retaining, and supporting disabled researchers belongs to all of us in the STEM community. When disabled scientists are sidelined, STEM loses the unique perspectives and problem-solving contributions they bring.

In 2023, a National Academies summit and related events examined how ableism in STEM can keep people with disabilities from engaging and thriving, and highlighted practical changes needed to create more inclusive environments. People with disabilities remain underrepresented in STEM occupations compared with their share of the U.S. population, and STEM workers with disabilities earn less than those without. Inclusion requires sustained attention to accessibility where STEM training and work occur—from laboratories and field training sites to research experiences that support persistence in science. In a national survey of more than 1,200 life science undergraduate researchers, 12% self-identified as having a disability, suggesting that students with disabilities are likely underrepresented in undergraduate research. For students navigating higher education, inclusion also means knowing what supports and rights exist: many campuses provide student services and associations, and U.S. law requires reasonable accommodations and accessible programs, including through the Americans with Disabilities Act (Titles II and III) and Section 504 of the Rehabilitation Act. This site is a welcoming entry point for disability-related resources and support to help STEM students, educators, professionals, and allies strengthen accessibility and foster an anti-ableist culture where all people can contribute and thrive.

Sources:

1. Disability & Philanthropy Forum. (n.d.). Intersections between racism and ableism. Retrieved 2026 from https://disabilityphilanthropy.org/resource/intersections-between-racism-and-ableism/
2. EducationUSA. (n.d.). Resources for students with disabilities. Retrieved 2026 from https://educationusa.state.gov/resources-students-disabilities
3. Frueh, S. (2023, July 25). Making STEM more inclusive of people with disabilities. National Academies of Sciences, Engineering, and Medicine. https://www.nationalacademies.org/news/making-stem-more-inclusive-of-people-with-disabilities
4. Gin, L. E., Pais, D., Cooper, K. M., & Brownell, S. E. (2022). Students with disabilities in life science undergraduate research experiences: Challenges and opportunities. CBE—Life Sciences Education, 21(2), ar32. https://doi.org/10.1187/cbe.21-07-0196
5. Jones, K. (2022, September 12). Confronting ableism on the way to justice. Southern Poverty Law Center. https://www.splcenter.org/resources/stories/confronting-ableism-on-the-way-to-justice/
6. Peterson, R. J. (2021). We need to address ableism in science. Molecular Biology of the Cell, 32(7), 507–510. https://doi.org/10.1091/mbc.E20-09-0616

Ableism

Ableism is prejudice or discrimination in favor of non-disabled people. It stems from the assumption that people without disabilities are inherently superior to those with disabilities. This bias can manifest in attitudes, practices, and policies that marginalize or exclude disabled individuals. For example, ableism may appear as skepticism about a disabled person's capabilities, or as environments designed without considering disabled people's needs. In effect, ableist thinking treats disability as a flaw or abnormality to be fixed, rather than as a natural part of human diversity. Such views can be deeply ingrained in society, making ableism sometimes hard to recognize by those who are not on the receiving end of it.

In STEM settings, ableism often leads to structural and cultural barriers. Educational and workplace practices may assume that no disabled people are present – for instance, a science department might hold all research seminars in an inaccessible building, or a professor might refuse to adjust a "weed-out" course that stresses endurance over learning. These scenarios reflect ableist norms that equate "ability" with worthiness in STEM. As a result, talented students and professionals with disabilities are discouraged or shut out, not because they lack capability, but because the system fails to accommodate differences. Countering ableism in STEM requires actively questioning these norms and creating an inclusive culture that expects and welcomes disabled participants. By doing so, STEM fields can move away from a narrow notion of who "belongs" in science and value people for their contributions rather than their conformity to an able-bodied standard.

Sources:

1. National Academies of Sciences – "Disrupting Ableism and Advancing STEM." Workshop proceedings (2023) defining ableism as bias favoring able-bodied people and discussing how assuming no disabled individuals are present leads to exclusionary practices.
2. National Disability Center – "Expanding Disability Access in STEM." Campus spotlight article (2025) noting that ableist views about what disabled people "can and cannot do" in technical fields often discourage students with disabilities from pursuing STEM.

Brief History of Ableism in STEM

Ableist attitudes have deep historical roots in the sciences. In the late 19th and early 20th centuries, the eugenics movement exemplified institutional ableism. Many leading scientists and policymakers of that era promoted eugenics – an ideology that sought to "improve" the human population by controlling who could have children, which explicitly deemed people with disabilities as inferior. This resulted in policies like forced sterilization laws in dozens of U.S. states, aiming to prevent those with disabilities (and others deemed "unfit") from reproducing. By 1927, the U.S. Supreme Court had upheld compulsory sterilization, reflecting how thoroughly ableist thinking had intertwined with scientific and medical authority. Such pseudoscientific justifications devalued disabled lives and cast long shadows: they normalized the idea that disability was a defect to be eliminated rather than a condition to accommodate.

Throughout the 20th century, these prejudices contributed to widespread exclusion of disabled individuals from STEM education and professions. Until the latter half of the century, most schools, universities, and laboratories were physically inaccessible and provided little support for disabled participants, effectively barring many aspiring scientists and engineers from entry. Moreover, disability was often treated solely as a medical problem to be cured, rather than an identity around which to adapt environments. This historical marginalization meant that few disabled role models could rise within STEM fields, reinforcing the cycle of invisibility. While blatant eugenics has been discredited, its legacy persists in subtle biases and structures that assume disabled people cannot or should not participate in science. Understanding this history is critical to dismantling remaining barriers – it reminds us that the underrepresentation of disabled people in STEM is not due to lack of talent, but rather decades of exclusionary ideology and practice that must be consciously overturned.

Sources:

1. Institute on Disabilities, Temple University – "Disability Rights Timeline." (2020) Historical timeline noting that Indiana enacted the first eugenic sterilization law in 1907, with 24 other states following suit, and contextualizing the scientific rationale that supported such laws.
2. Da Silva & Hubbard – "Confronting the Legacy of Eugenics and Ableism." CBE—Life Sciences Education 23(3) (2024). Academic article arguing that the oppression of disabled people under eugenics was enabled by underlying ableist beliefs, highlighting the need to address this legacy in science education.

Modern History of Disability Justice

The modern disability justice movement in the United States is rooted in decades of activism that fought to secure civil rights and access for disabled people. A pivotal moment came with the passage of the Rehabilitation Act of 1973, the first federal law to prohibit discrimination against people with disabilities in programs receiving federal funding. However, the law lacked enforcement mechanisms, prompting a wave of direct action. Most notably, in 1977, over 100 disabled activists occupied the San Francisco Federal Building for 26 days, demanding implementation of Section 504 of the act. This historic sit-in, the longest takeover of a federal building in U.S. history, led to the signing of regulations that established disability protections in education, healthcare, and employment.

These efforts paved the way for the Americans with Disabilities Act (ADA) of 1990, a landmark civil rights law that outlawed discrimination in employment, public spaces, transportation, and communications. The ADA fundamentally reshaped access and inclusion across American life. To understand the lived experiences behind this legislation, the documentary "Crip Camp: A Disability Revolution" is essential viewing. Produced by the Obamas, the film traces a group of teens from a 1970s summer camp who became leaders of the disability rights movement, including Judy Heumann, a central figure in the 504 protests and ADA advocacy.

The principles of the movement were later affirmed on a global stage. In 2004, the United Nations commemorated the International Day of Disabled Persons with the theme "Nothing About Us, Without Us," calling for full participation of disabled people in shaping policies and systems that affect their lives. This slogan continues to anchor disability justice work today, emphasizing that inclusion means leadership, not just presence. The UN statement and summary underscore the importance of disability representation in research, education, and governance globally.

Sources:

1. U.S. Department of Health & Human Services – Section 504 of the Rehabilitation Act of 1973: https://www.hhs.gov/civil-rights/for-individuals/disability/index.html
2. Disability Rights Education & Defense Fund (DREDF) – 504 Sit-in History: https://dredf.org/504-sit-in-20th-anniversary/
3. ADA National Network – History of the Americans with Disabilities Act: https://adata.org/ada-anniversary/history-ada
4. Crip Camp: A Disability Revolution (2020) – Documentary film on YouTube: https://www.youtube.com/watch?v=OFS8SpwioZ4
5. United Nations – 2004 International Day of Disabled Persons – "Nothing About Us, Without Us": https://www.un.org/development/desa/disabilities/%20international-day-of-persons-with-disabilities-3-december/international-day-of-disabled-persons-2004-nothing-about-us-without-us.html

Intersections of Ableism with Racism, Sexism, and other –isms

Ableism does not operate in a vacuum. It intersects deeply with other forms of oppression like racism, sexism, classism, and more. In fact, these "-isms" are often inextricably linked, reinforcing one another within the same systemic power structures. Scholars note that racism and ableism are not parallel, separate forces but "deeply linked": society has long pathologized race to create racism and even used the concept of disability to justify racist discrimination.

Similarly, sexism and ableism overlap; for example, disabled women often encounter stereotypes that reflect both sexist assumptions (about gender roles or capabilities) and ableist biases (about their bodies or competence). Ableism has its own unique manifestations, such as inaccessible environments or stigma specific to disability, but its impact is not in competition with struggles against racism, sexism, or other injustices. Instead, all these oppressions share roots in social hierarchies that marginalize anyone who deviates from a narrow "norm." Fighting one form of oppression in isolation while ignoring others can leave those at the intersections behind.

For example, a Black woman with a disability may face sexism, racism, and ableism simultaneously, each layer adding to her experience of marginalization. This compounding of biases is sometimes referred to as "triple jeopardy" – the intersectional struggle of facing racism, sexism and ableism at once. In education and STEM fields, such overlapping barriers lead to stark inequities. One study found that people of color with disabilities were among the most disadvantaged groups in STEM, with outcomes (from social inclusion to salary) significantly worse than those of able-bodied white male peers. It is therefore not surprising that students with disabilities who are also people of color are less than half as likely to complete a bachelor's degree as their non-disabled counterparts. These statistics highlight how racism, sexism, and ableism together create unique hurdles – obstacles that none of those factors would produce alone. A person at the intersection (say, a disabled woman of color in a STEM program) must navigate biases in multiple dimensions, from underestimation of her abilities, to exclusion from networks, to lack of accommodations – all at once.

Recognizing these intersections is crucial because ableism's abolition is tied up with ending other injustices. Activists in the Disability Justice movement emphasize that "all bodies are caught in bindings of ability, race, class, gender, sexuality and citizenship... [and] only universal, collective access can lead to universal, collective liberation". In other words, freedom from ableism cannot be achieved without also addressing racism, sexism, and other forms of exclusion, and vice versa. Ableism may have distinctive features, but it shares the same logic as other oppressions: defining some bodies and identities as less valuable. Thus, advocates stress that we must resist any "oppression Olympics" mindset where struggles are pitted against each other. A victory for one marginalized group should never be seen as a loss for another, because all forms of genuine inclusion strengthen each other. This solidarity mindset is summed up by Indigenous activist Lilla Watson, who famously said:

Watson's words capture the heart of intersectionality: our liberations are bound together. In STEM fields and beyond, dismantling ableism goes hand-in-hand with dismantling racism, sexism, and other biases. By understanding these connections, we can work together towards an environment where no one is left behind, and where diversity and inclusion efforts address the whole person – not just one aspect of their identity. In short, ableism's fight is everyone's fight. Only through such an intersectional, united approach can we achieve true equity in STEM and in society at large.

Sources:

1. Isabella Kres-Nash, American Association of People with Disabilities – on racism and ableism as intertwined systems disabilityphilanthropy.org.
2. Working at the Intersection of Race & Disability (Harrington et al., ASSETS '23) – study noting people of color with disabilities are among the most disadvantaged in STEM and that disabled students of color have dramatically lower degree completion make4all.org.
3. Shortlister (2023) – "Triple jeopardy" of disabled Black women facing racism, sexism, and ableism myshortlister.com.
4. Jody Yarborough, Love Disabled Life blog – examples of intersecting identities compounding marginalization lovedisabledlife.com.
5. Lilla Watson – activist quote on collective liberation en.wikipedia.org.
6. Skin, Tooth, and Bone: The Basis of Movement is Our People (Disability Justice Primer, via Sins Invalid) – collective liberation ethos for all oppressed groups make4all.org

Resources for Disabled STEM Professionals

Most universities and research institutions have dedicated disability support services for students, faculty, and staff, but these resources are sometimes underutilized. Students in STEM fields can usually register with a campus disability accommodations office (often called a Disability Services or Accessibility Center) to arrange academic adjustments. Faculty and staff typically work with Human Resources or an ADA/504 coordinator to request workplace accommodations. These offices help ensure legal compliance with disability laws (like the Americans with Disabilities Act and Section 504 of the Rehabilitation Act) and strive to create an inclusive environment. However, many who qualify for assistance are not aware of these services or hesitate to use them, so valuable support often goes untapped.

An NCES report revealed that the majority of college students with disabilities do not inform their institution of their disability or request accommodations. In fact, only about 37% of students who had a disability while attending college disclosed it to their school – meaning roughly two-thirds chose not to report their disability, thereby forgoing the support services available to them.

Accommodations and supports vary by institution, but common examples include assistive technology (e.g. screen readers or specialized software), flexible scheduling or modified duties (to manage health needs), and adaptive lab setups to make science and engineering spaces accessible. Disability services staff often collaborate with faculty and supervisors to implement such measures and may provide training or resources about disability rights and responsibilities. For instance, they might educate instructors and lab managers on their obligations under ADA and Section 504, helping ensure that supervisors understand how to support disabled students and colleagues. Proactive guidance and workshops of this kind build a more inclusive climate and prevent issues before they arise.

The official U.S. Equal Employment Opportunity Commission (EEOC) guidance "The ADA: Your Responsibilities as an Employer" is available on the EEOC's website (EEOC Publication page: ADA: Your Responsibilities as an Employer) eeoc.gov. This guidance document explains employers' legal obligations under Title I of the Americans with Disabilities Act (ADA), including the requirement to provide reasonable accommodations and the prohibition against retaliation.

Even with support in place, challenges can occur if policies are not followed. Common legal problems include failure to provide approved accommodations, retaliation against individuals for requesting accommodations, or maintaining inaccessible facilities and technology. If you encounter unresolved barriers or suspect your rights are being violated, assistance also exists beyond campus. Every U.S. state and territory has at least one non-profit law center dedicated to disability advocacy—part of the federally mandated Protection & Advocacy (P&A) system or Client Assistance Program (CAP). These organizations offer free advice, legal assistance, and advocacy for issues like discrimination or accommodation disputes. A national directory of state disability law offices (listing P&A and CAP agencies) is available through the ADVANCEGeo Partnership's website for guidance and legal support: national directory of disability law .

Other Support Networks

There are a number of organizations and support networks that provide mentorship, advocacy, community, and resources to foster inclusion and accessibility. Below are several notable groups, ranging from international nonprofits to grassroots programs, along with their websites and a brief overview of their work:

International Association for Geoscience Diversity (IAGD) – theiagd.org – An international nonprofit dedicated to making the geosciences accessible and inclusive for people with disabilities. IAGD began as a grassroots effort and now mentors educators, leads accessible geology field trips, and works with academia and industry to remove barriers for students and professionals in earth science.

Disabled in STEM Mentorship Program – disabledinstem.wordpress.com – A community-driven initiative that offers mentorship and peer support for people with disabilities, chronic illnesses, or neurodiversity in science and technology fields. It provides a safe online space to share advice and resources, matching STEM mentees with mentors (including disabled scientists and allies) to help the next generation thrive in their careers.

SciAccess, Inc. – sciaccess.org – A 501(c)(3) nonprofit founded in 2018 that fosters equitable access to science, technology, engineering, and math worldwide. SciAccess runs programs to break down barriers—connecting disabled students with mentors, promoting accessible research (including projects like disability-inclusive space exploration), and hosting an international SciAccess conference—ultimately building a global community of people working to include everyone in STEM.

International Network of STEM for the Blind & Low-Vision – intlstemblv.net – The first U.S.-based nonprofit focused on STEM education and careers for those who are blind or have low vision. This global network links blind and low-vision students, professionals, and educators with the resources and programs they need to succeed in STEM, aiming to develop a united worldwide community in which visual impairment is not a barrier to scientific pursuit.

AccessComputing – accesscomputing.uw.edu – A National Science Foundation-supported alliance based at the University of Washington that increases the participation of people with disabilities in computing fields. AccessComputing connects students with disabilities to mentors, internships, research experiences, and other opportunities in information technology and computer science, while also sharing best practices to make tech education and careers more accessible.

nonPareil Institute – npusa.org – A U.S.-based nonprofit that provides technical training and career-development programs for adults on the autism spectrum. Established in 2010, nonPareil offers courses in digital skills (like coding, design, and software testing) along with work-readiness training and social opportunities, empowering autistic adults to build technology careers in an accommodating, supportive environment.

IDEA-STEM – idea-stem.ca – A Canadian initiative devoted to Inclusion, Diversity, Equity, and Accessibility in STEM. IDEA-STEM works with educators, employers, policy-makers, and students to promote accessible practices in science and engineering—hosting conferences, offering virtual resources and training, and consulting with organizations to improve support for people with disabilities throughout STEM education and careers.

Sources:

1. National Center for Education Statistics (U.S. Department of Education) – NCES Data Point 2022-071 (PDF) – U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/whatsnew/press_releases/4_26_2022.asp
2. U.S. Equal Employment Opportunity Commission – "The ADA: Your Responsibilities as an Employer" (guidance publication), detailing employers' legal obligations under the ADA, including providing reasonable accommodations (e.g. modified equipment or schedules) and prohibiting retaliation.
3. ADVANCEGeo Partnership – "State-Level Disability Law Offices" directory (2025), a national list of Protection & Advocacy and Client Assistance Program offices in each state, which offer legal advocacy and support for individuals with disabilities. https://serc.carleton.edu/advancegeo/resources/disability_law_offices.htmloffices.

Recommended Readings

Uncharted: How Scientists Navigate Their Own Health, Research, and Experiences of Bias – Edited by Skylar Bayer and Gabi Serrato Marks. This 2023 anthology collects first-person narratives by scientists with disabilities and chronic illnesses, recounting the isolation and ableism they have faced in academia and lab work. The contributors share candid stories of challenges and successes, aiming to normalize disability in scientific culture and offering recommendations to make STEM fields more accessible and inclusive.

Academic Ableism: Disability and Higher Education – By Jay T. Dolmage. An influential 2017 book examining how academia is built on ableist assumptions that marginalize disabled students and faculty. Dolmage traces the historical roots of ableism in universities and illustrates how supposedly "neutral" academic practices create barriers to access, calling for systemic change and adoption of universal design to support true inclusion in higher education.

Ableism in Academia: Theorising Experiences of Disabilities and Chronic Illnesses in Higher Education – Edited by Nicole Brown and Jennifer Leigh. An open-access 2020 scholarly collection analyzing the pervasive ableist culture in universities. Through interdisciplinary perspectives and personal narratives, the authors conceptualize what it means to exist outside the "norm" in academia. The volume combines research data and lived experiences to interrogate how academic institutions demand conformity, why disabled academics are often othered, and how we might reimagine academic practices to be less exclusionary.

Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education – Edited by Nicole Brown. A 2021 follow-up collection centering the firsthand accounts of disabled, chronically ill, and neurodivergent academics. Contributors use autobiography and autoethnography to reveal how academic expectations of "excellence" create hostile environments. Deeply rooted in personal experience, the book also provides practical examples and strategies for universities to foster accessibility, offer better support, and cultivate a less ableist campus culture.

Disrupting Ableism and Advancing STEM: Promoting the Success of People with Disabilities in the STEM Workforce – National Academies of Sciences, Engineering, and Medicine (2024). This is a published proceedings of a workshop series focused on accessibility and inclusion in STEM education and workplaces. It highlights how stigma and structural barriers still limit opportunities for disabled people in STEM careers. Across multiple panels and personal testimonies, the report documents experiences of ableism faced by STEM students and professionals, and identifies promising practices – from mentorship initiatives to inclusive lab designs – to create fully accessible educational pathways, laboratories, and work environments.

We Need to Address Ableism in Science – Raven J. Peterson (Molecular Biology of the Cell, 2021). A peer-reviewed commentary that explores how ableist prejudices in research settings exclude disabled scientists. Peterson discusses the underrepresentation of disabled students and researchers in STEM and argues that this gap harms science by missing diverse perspectives. The article outlines ways the scientific community can improve recruitment, retention, and support of disabled scientists – such as challenging ableist attitudes, improving accommodations, and promoting a culture of inclusion in labs and conferences.

The Inaccessible Road to Science for People with Disabilities – Lisa M. Meeks, Mytien Nguyen, et al. (Trends in Molecular Medicine, 2025). A recent scholarly article examining the systemic barriers that push disabled researchers out of science. It reviews the contributions of notable scientists with disabilities through history and analyzes modern obstacles – from laboratory inaccessibility to ingrained ableism – that hinder today's disabled scientists. The authors offer recommendations for building an inclusive STEM ecosystem, emphasizing that supporting scientists with disabilities is crucial for innovation, equity, and scientific excellence.

How Scientists with Disabilities Are Making Research Labs and Fieldwork More Accessible – Adithi Ramakrishnan (AP News, 2025). A news feature highlighting the efforts of disabled scientists to transform how science is done in both labs and the field. It notes that only around 3% of the STEM workforce in the U.S. is disabled, partly due to laboratories, classrooms, and field sites often being ill-equipped for accessibility. The story profiles initiatives like an inclusive geology field trip along the San Andreas Fault and adaptive strategies in research labs. These examples show how researchers are creatively overcoming barriers – from using drones and AI to gather data remotely, to redesigning lab spaces – so that scientists with disabilities can fully participate and remain in STEM careers.

NIH Faces Calls to Change Its 'Ableist' Mission Statement – Virginia Gewin (Nature, 2023). A media report on a push for reform at the U.S. National Institutes of Health regarding disability inclusion. It covers a recent call for NIH to revise language in its mission statement that implies disabled people are "flawed" and need "fixing," a viewpoint criticized as deeply ableist. The piece also discusses recommendations that NIH increase the representation of people with disabilities in its workforce and research priorities. This article reflects growing advocacy for major science institutions to examine their biases and become more inclusive and representative of the disability community.

Sources

1. Columbia University Press – Uncharted (2023) book description. cup.columbia.edu
2. Kairos Journal – Review of Dolmage's Academic Ableism (2017). kairos.technorhetoric.net
3. UCL Press – Summary of Ableism in Academia (Brown & Leigh, 2020). uclpress.co.uk
4. Nicole Brown's blog – Summary of Lived Experiences of Ableism in Academia (2021). nicole-brown.co.uk
5. National Academies Press – Disrupting Ableism and Advancing STEM (2024) overview. nap.nationalacademies.org
6. Molecular Biology of the Cell – Peterson (2021) "We need to address ableism in science." molbiolcell.org
7. PubMed – Meeks et al. (2025) "The inaccessible road to science..." abstract. pubmed.ncbi.nlm.nih.gov
8. Namibian Sun (AP News reprint) – Ramakrishnan (2025) on accessible labs and fieldwork. namibiansun.com
9. Nature – Gewin (2023) article on NIH and ableism. nature.com